Table Of ContentETLC10334Four Square
Teaching & Learning Company
The Total Writing Classroom
A Companion to the Four Square Writing Method
a d e s
G r
9
f o r 5 -
Part One Part Two
connects language includes management
learning to students’ tools for writing
interests and knowledge. projects.
A great resource for
writing instruction!
Part Three Part Four
contains activities for features exercises and
warm-ups, mini lessons, activities to improve
and strategies for composition and create
troublesome writing an enriched
habits. writing
environment.
Written by Judith S. Gould
and Evan J. Gould
Illustrated by Ron Wheeler
Four Square (4 )
The Total Writing Classroom
for Grades 5-9
Written by Judith S. Gould and Evan Jay Gould
Illustrated by Ron Wheeler
Teaching & Learning Company
a Lorenz company
P.O. Box 802 (cid:127) Dayton, OH 45401-0802
wwww.LorenzEducationalPress.com
This book belongs to
________________________________
Cover photos by Images and More Photography
Pictures © Corel Corporation
Copyright © 2002, Teaching & Learning Company
ISBN No. 997788---05-773817-70-383545-23-9
Teaching & Learning Company
a Lorenz company
P.O. Box 802
Dayton, OH 45401-0802
www.LorenzEducationalPress.com
The purchase of this book entitles teachers to make copies
for use in their individual classrooms, only. This book, or any
part of it, may not be reproduced in any form for any other
purposes without prior written permission from the Teaching
& Learning Company. It is strictly prohibited to reproduce
any part of this book for an entire school or school district, or
for commercial resale.
All rights reserved. Printed in the United States of America.
2
Table of Contents
Section 1: The
Language Arts . . . . . . . . . . . .5
Section 2: Activities for
Your Writing
Classroom . . . . . . . . . . . . . .12
Section 3: Working
with Words . . . . . . . . . . . . . .30
Section 4: Improving
Compositions
Four Square
and More . . . . . . . . . . . . . . .82
3
Dear Teacher or Parent,
This book is a resource for educators of students at all ages and all
levels. The activities have been tried and tested in elementary and sec-
ondary classrooms including students with disabilities, second language
learners and students of different learning modalities. While the proj-
ects and activities are tailor-made to work with the Four Square Writing
Method books, they can be used to round out any program of writing
instruction.
The first section of this book contains an overview and discussion of
writing as it relates to the language arts. Exploring and taking advan-
tage of the ways that all language learning is connected can help stu-
dents use what they already know to learn new things.
Section two is designed to provide ideas for the big picture. It includes
an overview of a total writing classroom, as well as management tools
for writing projects.
The third section has a collection of activities that can be used as mini
lessons, warm-ups or whole class instruction. These activities are
geared to target the most troublesome of student writing habits.
Section four’s exercises can be used as an addendum and accompani-
ment to the Four Square Writing Method. They are geared to improving
composition writing. While direct reference is made to the Four Square
organizer, the lessons transfer easily to any organizational tool in use.
We hope you will use this book as a reference to provide a variety of
exercises, activities and instruction and to make your writing class-
room a fun and enriched environment.
Sincerely,
&
Judith S. and Evan Jay Gould
4
Section 1
The Language Arts
Incoming Outgoing
Printed Reading Writing
Oral Listening Speaking
T
he four language arts do not exist in isolation. They are on a continuum. First, there are
the two language arts that concern themselves with getting a message and decoding it.
They are the incoming language arts, speaking and reading. Then, there are the two lan-
guage arts that concern themselves with transmitting a message that others can interpret.
They are the outgoing language arts, speaking and writing. Why include this basic informa-
tion? Herein lies the answer to some key questions.
W
hy do so many kids have trouble with the idea of writing? Think about the family struc-
ture. In today’s busy world, family time is shrinking. When we are scurrying about, there
is less time for discussion. Less discussion means that kids have less opportunity to pro-
duce outgoing language (in the oral form). Also, think about the increased class sizes and
packed standards manuals. In the classroom we have less and less time for kids to develop
ideas in spoken discourse.
H
ow can this information help? Tell parents to talk with their children. Talk about a spe-
cific topic. Retell the events of a day. Explain why they liked or disliked a particular event
or occasion. Structuring language for an oral outgoing message requires similar thought
5
processes to the writing exercise. When you share a story, movie or television program,
discuss it. This is the most natural way to reinforce the comprehension skills that are a part
of the reading program.
W
hat about classroom applications? Sometimes kids need to see the big picture. Show
students the way that the language arts fit together. This may be all that reluctant writers
need. We need to remove the aura of mystery from the act of writing. Showing kids that
“talking on paper” is all that writing really is can remove the barriers for many kids. As edu-
cators it is also important for us to understand that the four language arts affect one anoth-
er. The writing that students do effects the reading they will choose. Language they hear
comes out in the writing. Effective instruction in the language arts takes place when one
form supports another. So many of our young students learn to read because they write.
U
nderstanding and employing the basic ideas of language learning is important for all
teachers and parents, too.
As we . . . It helps us to . . .
Listen Speak
Speak Write
Write Read
Read Listen
Write Speak
Listen Write
Read Speak
6
Dear Parent,
As your child’s teacher I am concerned with all of his
or her language learning. Together we can help your
child become a successful reader and writer. You have
already provided your child with many language lessons
yourself. Because all language learning is related, I
want to remind you of the importance of language in
the everyday life of your child.
By listening to you, your child learned about producing
oral language. To help your child learn to read and
write, continued listening is needed. We are models for
the language that children will produce. If we want our
children to become efficient writers, it is important
that we also help them become efficient speakers.
Research has proven that practice in oral language
helps build the skills in written language.
I have included some strategies that you can apply at
home that will help build your child’s communication
and comprehension skills. Please don’t hesitate to
ask me any questions you may have regarding these
strategies.
Sincerely,
Your Child’s Teacher
7
Everyday Activities to Improve Language Skills
Everyday Activities to Improve Language Skills
1. Ask your child about his or her day.
1. Ask your child about his or her day.
“What did you do in school today?” “Nothing.”
“What did you do in school today?” “Nothing.”
Don’t let that be the end of your discussion. Ask your children to be specific.
Don’t let that be the end of your discussion. Ask your children to be specific.
Have them order the events. Encourage their “storytelling” by asking ques-
Have them order the events. Encourage their “storytelling” by asking ques-
tions. “How come you didn’t get to go out for recess?” “Were you nervous when
tions. “How come you didn’t get to go out for recess?” “Were you nervous when
you took the quiz?” “What did your teacher say about your work?” Model the
you took the quiz?” “What did your teacher say about your work?” Model the
kind of response you would like from your child by talking about your day.
kind of response you would like from your child by talking about your day.
22. . HHaavvee a a d disisccuussssiioonn aafftteerr rreeaaddiinngg aa bbooookk oorr wwaattcchhiinngg aa mmoovviiee..
AAsskk y yoouurr c chhilidld t too rreetteellll tthhee ssttoorryy.. AAsskk tthheemm ttoo ccoommppaarree iitt ttoo ootthheerr t thhininggss t thheeyy h haavvee
rreeaadd o orr s seeeenn. . W Whhaatt wwaass tthhee bbeesstt ppaarrtt?? WWhhyy?? WWhhiicchh cchhaarraacctteerr((ss)) ddidid y yoouu l ilkikee?? W Whhyy
ddoo y yoouu t thhininkk t thhee wwrriitteerr wwrroottee tthhiiss ssttoorryy?? HHaavvee yyoouu rreeaadd oorr vviieewweedd aa s simimilialarr s sttoorryy??
HHooww a arree t thhee s sttoorrieiess aalliikkee?? HHooww aarree tthheeyy ddiiffffeerreenntt?? WWhhiicchh ddiidd yyoouu lilkikee b beetttteerr?? W Whhyy??
TThheessee a arree t thhee kkiinnddss ooff qquueessttiioonnss tthheeyy aasskk oonn rreeaaddiinngg ccoommpprreehheennssioionn t teessttss!!
33. . EEnnccoouurraaggee c cuurriioossiittyy.. TTuurrnn eevveerryyddaayy aaccttiivviittiieess iinnttoo ddiissccuussssiioonn t tooppicicss..
WWhhyy d doo y yoouu n neeeedd ttoo bbrruusshh yyoouurr tteeeetthh?? WWhhaatt tthhiinnggss sshhoouulldd wwee ppaacckk f foorr o ouurr
vvaaccaattioionn?? W Whhyy?? WWhhaatt ddoo wwee ddoo eeaacchh ddaayy ttoo ttaakkee ccaarree ooff oouurr ppeett?? W Whhaatt a arree
ssoommee o off t thhee tthhiinnggss wwee ddoo iinn tthhee ccaarr ffoorr ssaaffeettyy??
InIntteerrvvieieww o onnee aannootthheerr.. AAsskk yyoouurr cchhiilldd qquueessttiioonnss aabboouutt ssoommeetthhiningg h hee o orr s shhee i sis
ddooiningg ( (sshhoooottiningg bbaasskkeettss,, wwaasshhiinngg tthhee ddoogg)).. HHaavvee yyoouurr cchhiilldd aasskk yyoouu a abboouutt a ann
aaccttivivitityy ( (mmoowwiningg tthhee yyaarrdd,, ppllaannttiinngg aa ggaarrddeenn))..
44. . TThhininkk a alolouudd..
DDisisccuussss t thhee sstteeppss ttoo pprreeppaarriinngg ddiinnnneerr.. VVeerrbbaalliizzee yyoouurr mmeennttaall cchheecckklilsistt o off
tthhininggss t too r reemmeemmbbeerr ffoorr tthhee nneexxtt ddaayy.. SSoollvvee pprroobblleemmss oouutt lloouudd. . MMooddeel lt thhoouugghhtt
pprroocceesssseess..
5. Play with words.
5. Play with words.
Play Scrabble™, hangman, Wheel of Fortune™ or other word games. Look for
Play Scrabble™, hangman, Wheel of Fortune™ or other word games. Look for
new words or typos in the newspaper. Buy a word-a-day calendar and learn a
new words or typos in the newspaper. Buy a word-a-day calendar and learn a
new word together. Play car games. Ask your children to be specific. Don’t let
new word together. Play car games. Ask your children to be specific. Don’t let
them get away with “because” for an answer. When they say, “It was cool,” ask
them get away with “because” for an answer. When they say, “It was cool,” ask
them what made it “cool.”
them what made it “cool.”
8
8
